Challenges of junior high school students in solving minimum competency assessment items
DOI:
https://doi.org/10.24071/icre.v1i1.3Keywords:
AKM questions, mathematics learning, student difficultiesAbstract
The ability to solve Minimum Competency Assessment (AKM) questions is one of the key competencies expected in mathematics learning. However, there are still limited studies that investigate and explore student difficulties in solving such questions. This study aims to identify the forms and causes of problems faced by students in solving AKM questions. This study employs an exploratory qualitative method using 21 eighth-grade students from a Junior High School in Banda Aceh as participants, who were selected based on their errors in answering AKM questions. The instruments used are test questions and interview guidelines. The data collection techniques used are tests and interviews. Data analysis techniques followed the model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing/verification. The results show that students struggle to interpret question statements, develop solution strategies, and verify their answers. These challenges stem from insufficient mastery of fundamental mathematical concepts, unfamiliarity with reasoning-based AKM questions, and gaps in prerequisite knowledge. These insights help teachers recognise the nature and causes of students' difficulties, allowing them to craft targeted strategies to improve AKM performance. This study offered a deeper understanding of students' obstacles, supporting more effective mathematics instruction.
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